How effective is the CoRT programme?
A report by Jim O'Sullivan, National School Principal, Eire
"A group of children working together reflects the attitudes of any group in society. The thinking processes are left to those considered most intelligent or who are most vociferous. A 'leader' normally emerges who directs and dominates. Observation of a group of children involved in a thinking situation shows that each group is dominated by one or two to whom the task of thinking is automatically assigned - on the basis that they are the most intelligent and therefore must be the best thinkers. The rest assume a passive role. When children gain some experience of thinking using the CoRT method the difference in attitude is remarkable.
They acquire:
a) The confidence to think.
b) The realisation that thinking is not the exclusive realm of the gifted.
c) The confidence to contribute and feel their contribution is valid.
d) The ability to focus on a situation from a variety of angles.
e) The ability of sustained concentration.
The most remarkable results are with less academically-able children. This is the only area where excellence is not dependent on physical, mental or creative ability.
It is a tremendous boost to the self-esteem of those children whose perception of their own abilities is that they are 'less competent'. The development of self-esteem is now seen to be a vital factor in schools. The CoRT programme is an area where the pupil does not have to be told they are competent - they know it. They become more confident in approaching tasks where before their attitude was defeatist.
After just five lessons in the CoRT programme, one school inspector (in Ireland) observed the progress in the children and wrote: "The development of thinking skills, based on Dr de Bono's programme, contributes significantly to the children's ability to think and to discuss a wide range of topical issues".
Action Research Project
See also the Action Research Project conducted at a school in South Wales.